Postsecondary Writing Program Collegiality, Job Satisfaction, and Self-efficacy Teaching Writing: A Quantitative Analysis Using Self-Determination Theory
College of Education and Human Services
Doctor of Education in Educational Leadership (EdD)
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
Dr. Daniel Dinsmore
Dr. Linda Skrla
Dr. Amanda Kulp
Dr. John White
Dr. Elizabeth Gregg
Dr. Diane Yendol-Hoppey
Calling on Ryan & Deci’s (2000) Self-Determination Theory framework, the author sought to explore the relations among writing program faculty collegiality in their work (i.e., teaching, research/scholarship, and service), their job satisfaction in teaching writing courses in postsecondary settings, and their sense of self-efficacy for that teaching. The author surveyed writing program faculty across the State University System of Florida and analyzed collect evidence towards addressing if faculty collegiality behaviors and beliefs relate to faculty job satisfaction in teaching writing or faculty self-efficacy around the teaching of writing. Using exploratory factor analysis and linear regression modeling, the author analyzed the respondents’ (n=52) data and made two significant findings for the sample surveyed: as respondents reported higher faculty collegiality-service behaviors, their self-efficacy in teaching writing increased (β=.57, pp<.10).
MacKinnon, David A. II, "Postsecondary Writing Program Collegiality, Job Satisfaction, and Self-efficacy Teaching Writing: A Quantitative Analysis Using Self-Determination Theory" (2021). UNF Graduate Theses and Dissertations. 1013.
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